1 / 20

Beyond the School Day: When an Expanded School Day Isn’t Enough for Some Students

Beyond the School Day: When an Expanded School Day Isn’t Enough for Some Students. Session Objectives and Agenda. Targeted Support for Struggling Students. Student Achievement. Higher Achievement.

presley
Download Presentation

Beyond the School Day: When an Expanded School Day Isn’t Enough for Some Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Beyond the School Day: When an Expanded School Day Isn’t Enough for Some Students

  2. Session Objectives and Agenda

  3. Targeted Support for Struggling Students Student Achievement Higher Achievement For many students, an expanded school day provides the academic supports they need to be successful… Other Vacations Saturdays Summer …but some require more supports Successful schools find time beyond the school calendar to provide these supports Lower Achievement

  4. MATCH High School Student Achievement Challenges at MATCH On average incoming students are three grade levels behind In school tutoring and longer school day insufficient 10th grade students needed additional support in MCAS prep 4

  5. MATCH Weekend Tutoring What is it? Who participates? How much time? • MCAS ELA and math prep using MATCH created curriculum • Required, graded course • 65 10th grade students • Staffed by 50 hired work-study tutors from BC, BU, and MIT • 1:1 student-tutor ratio 25 weeks, Sept - May 1 session per week 4 hours per session 100 total hours for each student 5

  6. 10th Grade ELA and Math 2010 MCAS Comparison*: MATCH High School, Boston, and Massachusetts Public Schools MCAS Proficiency MCAS Growth (SGP)** * Massachusetts Comprehensive Assessment System **Student Growth Percentile (SGP): Index comparing each student to those with similar achievement histories 6

  7. Elementary Initiative SchoolsCincinnati, OH Student Achievement Challenges in Cincinnati: 2008 13 schools designated as ‘Academic Emergency’, 3 schools ‘Academic Watch’ Schools classified as Elementary Initiative Schools getting extra district resources Needed additional time to prepare students for upcoming school year

  8. Cincinnati Fifth Quarter What is it? Who participates? How much time? • Lessons to prepare for following year and reinforce prior year’s content • Includes enrichment component such as art, music, and physical education • 4,000 students at 16 Elementary Initiative Schools • Staffed by teachers from students’ schools and community organizations 4 weeks, June 1 - 25 5 sessions per week 6.5 hours per session 130 total hours for each student 8

  9. Ohio Achievement Assessment (OOA) Performance Index at 5 Elementary Initiative Schools All 5 schools jumped up two categories, from ‘Academic Emergency’ to ‘Continuous Improvement’ 9

  10. Stephenson High School Goals for 9th Grade Support at Stephenson HS Needed time to build academic and social skills for incoming 9th grade students Wished to expose incoming students to high school environment before the year Wanted to build attachment to school for 9th graders to decrease drop outs

  11. Stephenson High School Summer Bridge What is it? Who participates? How much time? • Summer program for incoming 9th grade students • - core academics • - exposure to high school environment • Project based curriculum • 180 incoming 9th grade students • Staffed by teachers, counselors and upperclassmen • 18:1 student-teacher ratio 1 week during summer; 5 days 7 hours per day 35 total hours for each student 11

  12. Results from Stephenson High School Summer Bridge: 2008 Summer Bridge participants outscored non participants on end of year exams 90% Earned enough credits to be sophomores during their freshman year 81% Participants who passed freshman biology courses, compared to 61% for non participants 3:1 AP courses taken by participants in their junior year compared to AP courses taken by non-participants Source: (May 2009) The Center for Comprehensive School Reform and Improvement 12

  13. Ninth Grade Summer Academies at Denver Public Schools Sample Schedule 8:00 – 9:00 Reading/Math* 9:00 – 10:00 Writing/Math 10:00 – 10:20 Break and Snack 10:20 – 11:00 Team Building Activity 15 DPS High Schools 2,800 9th Graders 11:00 – 12:00 High School Transition Credit Req’s HS Environment • Staffed by school teachers • Teach 9th grade curriculum • 20:1 student teacher ratio 2 Weeks 4 Hours Each Day = 100 students *Reading and math alternate by week 13

  14. Boston Public Turnaround Schools Student Achievement Challenges at Boston Turnarounds Low student achievement in ELA and math Received additional district resources and support as turnaround schools Needed targeted student supports beyond school day 14

  15. Boston Public Schools Acceleration Academies What is it? Who participates? How much time? • Intensive ELA support in February and math support in April during week-long school vacations • Targets students who are on the cusp of jumping to next MCAS level • 919 3rd – 8th grade students from 9 schools • Staffed by school and outside teachers • 12:1 student-teacher ratio 1 week, 2x a year, February and April 4 sessions per week 5 hours per session 40 total hours for each student 15

  16. 2010 Median MCAS* Student Growth Percentile (SGP)** Comparison: Acceleration Academy Participants vs. Non-Participants ELA MCAS: 2010 Math MCAS: 2010 * Massachusetts Comprehensive Assessment System **Student Growth Percentile (SGP): Index comparing each student to those with similar achievement histories 16

  17. Considerations for Implementation People • Which staff and students? • How many staff and students? • What are the roles of staff? • What will be the student: teacher ratio? Data Data • What data will decide student selection? • How will progress be tracked? • What gaps can be identified with data? Effective Tiered Intervention Requires the Effective Use of: People Time • How long will one support period last? • How many days/weeks/months? • How to ensure attendance? Time

  18. Implementing Individualized Supports Saturday Tutoring 5th Quarter Summer Bridge Accel Acad Outside Tutors School Staff, Comm. Orgs SchoolStaff Students School/Other Teachers Staffing # of Students 65 4,000 180 919 Student: Teacher Ratio Varies by school 1:1 to 2:1 18:1 12:1 Identify gaps and track progress State and benchmark assessments Grades, state assessments State assessments School assessments; pass rates Hours/student 130 35 100 (x2) 100 Graded Course Gift Certificates Ensuring Attendance Voluntary Voluntary 18

  19. Range of Costs to Consider Staffing Non-certified staff Materials and Supplies Partnerships with community organizations and colleges Fully certified staff Incentives/prizes for students Class supplies Transportation Meal(s)/Snack May renegotiate busing contract Mostly covered by FRL dollars Lower Cost Higher Cost 19

  20. NCTL Resources: “Beyond the School Day—When an Expanded Day Isn’t Enough for Some Students” 20

More Related